Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.
Here are six simple things you need to know when travelling to English-speaking countries:
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It sounds obvious, but remembering to say ‘please’ and ‘thank you’ will help in most travel situations. British people are famously fond of their manners, so if you’re visiting the UK, it’s particularly important to make sure you “queue” behind everyone else.
There are many ways to ask the price of something, but your wallet won’t be grateful if you don’t understand the reply. Take time to understand the slang words for money in the countries you’re visiting. For example, a $1 coin in Canada is referred to as a ‘loonie’, and in the U.S., a five-cent coin is almost always called a ‘nickel’.
Even if you have a smartphone, it’s easy to get lost in a foreign place. Local people will often know the quickest and cheapest routes to places and may even have some good sightseeing suggestions that you won’t find in a guidebook. If you don’t understand what they’re saying, don’t be embarrassed to ask them to speak slowly or repeat themselves.
If you like meeting new people while traveling, it’s important to know how to speak to them. You may have been taught that ‘How do you do?’ is a polite way to introduce yourself. In reality, most English speakers don’t use this phrase very often as it’s seen as old-fashioned and overly formal. It’s much better to say ‘pleased to meet you’ or ‘good to meet you’ when you’re meeting someone for the first time.
Even if you’re traveling to a non-English speaking country, having some knowledge of English is always useful. International airports, for example, almost always display their signage in English alongside the local language(s).
If you’re unsure about the proper etiquette in a given situation, don’t hesitate to ask. Locals will appreciate your effort and are usually happy to explain what’s appropriate. This can help you avoid any unintentional faux pas and make your interactions more pleasant and respectful. Even if its for simple things like, 'Where do I order at the bar?' or 'Where should I leave my wet umbrella?' are perfectly fine to ask.
When in a new environment, observing what others around you are doing can provide valuable clues about local etiquette and expected behavior. Whether it’s how people order food, navigate public transportation, or interact in social settings, taking cues from locals can help you blend in and avoid misunderstandings.
For example, if you see everyone standing on a certain side of public transport, there's probably a good reason for that which you can follow and blend in.
By equipping yourself with these simple yet effective tips, you’ll not only navigate your travels more smoothly but also enrich your overall experience. Remember, the effort you put into learning and practicing English will be met with appreciation and open doors to new opportunities and friendships. Safe travels.
As the leaves turn golden and the air becomes crisp, it's not only the ghosts and ghouls that come out to play. Halloween may happen only once a year, but learning about spooky idioms and phrases can add an exciting twist to your language journey throughout the year. So, grab your torch and let's delve in.
It’s almost Halloween, and the ghosts and vampires will soon be coming out to play. Did you know that although we often associate Halloween with pumpkin carving and eating candy, the festival has much older origins?
is an ancient Gaelic festival that celebrates the end of the harvest and the start of winter. This is why people often associate the colors of orange and black with Halloween: orange is the color many leaves turn in autumn and black is the color of the darker winter months.
People used to believe that spirits walked the Earth on the night of Samhain. The tradition of dressing up as ghosts and demons started as a way to hide from the spirits who walked the streets. Similarly, people used to leave treats outside their houses for the spirits and from this came the tradition of trick-or-treating.
So to help get your younger students in the Halloween spirit, here are five spooky ideas to try in your primary classes.
Pumpkin carving is fun - but it’s also messy and pumpkins can be really heavy. Instead, bring in an orange for each student and give them a black marker pen. Get them to draw a scary face on their orange and then write a short text describing it.
My pumpkin orange, Ghoulie, has two big eyes. He’s got a small nose and a big mouth, with lots of teeth. This Halloween, he’s going to sit outside my house. He’s going to scare people but he doesn’t scare me. I think he’s very funny.
This is a great way to practice questions and review language with your younger students. Have your students cut out bat shapes on card and tell them to write a question on the back of each one. They can write personal information questions, such as ‘What do you eat for breakfast?’ or questions related to topics you’re studying at the moment, like ‘How do you spell dinosaur?’
Attach a paper clip to each bat and put them on the floor, with the questions face down. Then attach a magnet to a piece of string.
Divide the class into teams and have students take turns to fish a bat from the floor. When they catch a bat using the magnet, a student from another team asks them the question written on the bat. If the team can answer correctly, they keep the bat. If they don’t answer correctly, the bat goes back on the floor.
When all the bats have been fished, the team with the most wins.
This is a good activity to review prepositions of place and house vocabulary. Before you start, elicit some scary things from the students, such as ghost, spider, witch, zombie. If these words are new for your students, draw a picture dictionary on the board for them to refer to in the next stage.
Next, give students an outline of a house with the rooms labeled, but without any furniture. Then dictate a sentence to the students and have them draw what you say on their individual houses. For example, ‘In the kitchen, there’s a big cupboard. In the cupboard, there’s a witch.’ Or, ‘In the living room, there’s an old sofa. A zombie is sitting on the sofa.’
You can then divide the class into pairs or small groups and have them take turns dictating sentences to each other. When they finish, they can compare their pictures and then write a short story about their haunted houses.
Draw a 7x5 grid on card and add Start and Finish squares. Number the other squares so the students know what direction to move in. Then, on some of the squares write Trick and on some of the other squares write Treat. Finally, prepare a set of ‘trick’ and ‘treat’ cards for each group. (There are some ideas for tricks and treats below).
Before students play, teach them some phrases to use while playing the game. For example:
Then divide the class into groups of four and give each group a board, a set of ‘trick-or-treat’ cards, a dice and a counter. Have them take turns to roll the dice and move. If they land on a Trickor Treat square, they have to take a card and do what it says. Then they put the card at the bottom of the pile.The winner is the first person to reach the Finish square.
Ideas for ‘trick’ cards
Ideas for ‘treat’ cards
Are your students bored of celebrating Halloween every year? Mix things up with stories or readers. Allowing their imagination to run wild. There are lots of you can use or get inspiration from, creating your own. If you want your pupils more involved you could also have them make or take part in your very own 'create your own adventure' spooky story.
After reading the story, have your students create comic strips of different parts of the book and display them around the classroom. If your students prefer theatrics, get them to act out or sing parts of the story.
Why is it that some groups work smoothly together, whereas for others it always seems to end in arguments? It may seem logical to avoid group work with classes where it often leads to disagreement, but is there such a thing as ‘healthy disagreement’?
Perhaps the groups that appear to be working well together are actually just letting one or two people do everything? This would certainly avoid conflict, but they might also be avoiding learning very much.
Sometimes conflict is a necessary step that teachers (of all subjects, not just language teachers) have to acknowledge as an important part of a learner's development.
